JLS Issue 28 (3) is available online!

Issue 28 (3) is available online!


  • Rosemary Russ and Leema Berland use activity theory to demonstrate how the pervasive tension between learning correct ideas and constructing one’s own ideas often results in unacknowledged slippage between competing activity systems within reform efforts.
  • Marc Clarà investigates how discursively symmetric dialogue develops across lessons in collective inquiry.
  • Doris Chin et al. test choice-based assessments (CBAs), which measure how people learn when there is minimal guidance and they must make decisions as independent learners, in the context of teaching design-thinking strategies to 6th-graders.
  • Christina Barbieri et al. examine the effectiveness of self-explanation prompts, visual signalling cues, and a combination of the two features on middle school students’ algebra learning.

Please share widely. https://www.tandfonline.com/toc/hlns20/28/3?nav=tocList

Related Articles

JLS Outstanding Paper (2022): Utilizing dance resources for learning and engagement in STEM

This paper authored by Folashadé Solomon, Dionne Champion, Mariah Steele and Tracey Wright received the Outstanding Paper Award from the Journal of the Learning Sciences. As the selection panel comments, “By employing culturally responsive pedagogy, the authors established a connection between the learning of physics and dance education, thereby promoting access and equity…The meticulous analysis provided insights into how dance, as an embodied form of knowledge, facilitated a transformation in the black girls’ relationship with physics.”